The impact of models and reformulations on EFL primary school children’s noticing and written output
DOI:
https://doi.org/10.1558/isla.19670Keywords:
models, reformulations, written corrective feedback, children, collaborative writing, noticingAbstract
The present study aims to contribute to the literature about written corrective feedback (WCF) by addressing two under-researched aspects: on the one hand, making a comparison of models and reformulation as to their effect in noticing and incorporation of linguistic features in learners’ revised drafts; on the other hand, exploring the use of these WCF types by a group of 28 primary school learners (11–12 years old) engaged in collaborative writing. Language related episodes occurring during collaborative work and learners’ written output were examined at three different times: (i) before being given any feedback; (ii) immediately after being provided with models or reformulations; and (iii) a month later. Results show few significant differences but clear trends as to the different effect of models and reformulations on learners’ subsequent drafts.
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